What are we talking about http www wordle

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VOCABULARY Expanding Students’ Knowledge of Words

Levels of Word Knowledge � Unknown word: Students don’t recognize the word. � Initial Recognition: Students have seen or heard the word or can pronounce it, but they don’t know the meaning. � Partial Word Knowledge: Students know one meaning of the word and can use it in a sentence. (can use context clues) � Full Word Knowledge: Students know more than one meaning of the word and can use it in several ways. (may not reach this level with every word)

It is necessary to teach specialized vocabulary to students. This is especially important when using non-fiction and content area materials. Here is an example of the frustration some of our students might feel when presented with materials that are above their instructional reading levels. � � � � Return the following familiar sayings to their original text. A mass of concreted earthy material perennially rotating on its axis will not accumulate an accretion of bryophytic vegetation. A rolling stone gathers no moss. A superabundance of talent skilled in the preparation of gastronomic concoctions will impair the quality of a certain potable solution. Too many chefs spoil the broth. Individuals who perforce are constrained to be domiciled in vitreous structures of patent fragility on no account employ petrous formations as projectiles. People in glass houses should not throw stones. � Equine quadrupeds may indubitably be induced to approach the well-known standard of specific gravity but not necessarily be induced to imbibe there from. � You can lead a horse to water but you can’t make him drink.

Teaching Students to Unlock Word Meanings Word Study Concepts � Multiple Meanings of Words: bank � Synonyms: words with the same meaning � Antonyms: words that mean the opposite � Homophones/Homonyms: words that have different meanings but may be pronounced the same or spelled the same (bare- naked or to carry) (to-too-two, theirthere-they’re) � Homographs: words that are spelled alike (graphically the same) but are pronounced differently: a present, to present � Etymologies: The history of the English language, derivations of words � Figurative Meanings of Words: idioms (expressions, ex. “In hot water”), metaphors (direct comparison) and similes (comparison using like or as)

Choosing Words to Study �Tier 1: Basic Words- words used socially which may not need to be formally taught. �Tier 2: Academic Words- words used more frequently in writing. Students may understand the general concept of the word but may not know the specific word. We must teach these words. �Tier 3: Specialized Words-technical, abstract and content specific words we may only teach them when we teach thematic units.

Word Study Activities �Word Posters- draw and label a word to show its meaning. May write a sentence for the word as well or compare it to something else. �Word Maps- create a diagram to examine a word. Include examples of the word, characteristics or associations. �Possible Sentences- Use vocabulary words in sentences prior to reading, then read and review and revise your sentences if necessary. �Dramatizing Words- Act out words like charades. �Word Sorts- sort words according to a category �Semantic Feature Analysis- classify words on

Word Learning Strategies Michael Graves has identified these three effective word-learning strategies 1. Using context clues -definition, exampleillustration, contrast, logic, root words and affixes, grammar 2. Analyzing word parts-prefixes, suffixes and non-English root words 3. Checking a dictionary- teach students how to read a dictionary entry and decide which definitions make sense

Word Consciousness- to become aware of words, manipulate them playfully and appreciate their power Promote wordplay by sharing riddles, jokes, puns, songs, and poems and encourage students to experiment with words. � Alliteration- repetition of beginning consonant or vowel � Eponym-a person’s name that has become a word (arachnid) � Hyperbole-an exaggerated statement, “tons of money” � Onomatopoeia-word that imitates a sound (boo, beep) � Oxymoron- 2 normally contradictory words (jumbo shrimp) � Palindrome- reads the same forward or backward (racecar) � Pig Latin- language game: move initial sound to the end add ay after it “ig-pay atin-lay” � Portmanteau- fuse 2 words to combine meaning of both

Assessment Tools �Observations- watch how students use new words, do they apply strategies? �Conferences-ask students what they do when they come across an unfamiliar word. �Rubrics- emphasize vocabulary on written and oral presentations �Tests- cloze and quickwrites; Peabody, IRI’s �Self-Assess- students use a scale to assess their word knowledge

Some more ideas… RIVET: Choose 6 -8 interesting words from a text. Use lines, like “Hangman”, for each letter in the word. Fill in the letters of the first word, one by one. Ask students to predict what the word might be. Continue this process for each word on the list. Discuss meanings and make and record predictions about the text using these words. � Computer Activities: wordcentral. com, vocabluary. com, wordplays. com � Ten Important Words: In groups of three students will use sticky notes to identify the 10 most important words from a text. Then as a class list and tally the words to create a top ten list. These will be the main concepts for the reading as well. You can then assign various tasks for these words: list synonyms, antonyms, create three sentences for one of the words, act out the word, find pictures or sentences in text to explain the word and mark them with sticky notes. Created by Ruth Hallie Yopp (2007) �